The University of Queensland

Why Tasmania Has a Particular Need to Increase Educational Participation

Thomas, Damon and Kilpatrick, Sue (2023). Why Tasmania Has a Particular Need to Increase Educational Participation. Adapting to Online and Blended Learning in Higher Education. (pp. 49-62) Singapore: Springer Nature Singapore. doi: 10.1007/978-981-99-0898-1_3

An overview of reading

Thomas, Damon (2022). An overview of reading. Teaching and learning primary English. (pp. 16-37) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

An overview of writing

Thomas, Damon and Humphrey, Sally (2022). An overview of writing. Teaching and learning primary English. (pp. 166-181) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

Comprehension

Davis, Alison and Thomas, Damon (2022). Comprehension. Teaching and learning primary English. (pp. 91-109) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

Grammar

Humphrey, Sally and Thomas, Damon (2022). Grammar. Teaching and learning primary English. (pp. 182-206) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

Oral language

Jones, Pauline and Thomas, Damon (2022). Oral language. Teaching and learning primary English. (pp. 38-54) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

Planning and programming for primary English teaching

Ockerby, Louise, Evorall, Grace, Biffin, Melissa, Sturgess, Prue and Thomas, Damon (2022). Planning and programming for primary English teaching. Teaching and learning primary English. (pp. 439-451) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

The essential elements of reading

Thomas, Damon (2022). The essential elements of reading. Teaching and learning primary English. (pp. 162-163) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

The essential elements of writing

Thomas, Damon (2022). The essential elements of writing. Teaching and learning primary English. (pp. 308-309) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

Welcome to teaching and learning primary English

Thomas, Damon (2022). Welcome to teaching and learning primary English. Teaching and learning primary English. (pp. 2-13) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

Written genres

Humphrey, Sally and Thomas, Damon (2022). Written genres. Teaching and learning primary English. (pp. 226-250) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

Embracing change when ‘writing for change’: my Ph.D. journey

Thomas, Damon (2018). Embracing change when ‘writing for change’: my Ph.D. journey. Structuring the thesis: matching method, paradigm, theories and findings. (pp. 207-216) edited by David Kember and Michael Corbett. Singapore, Singapore: Springer. doi: 10.1007/978-981-13-0511-5_20

Putting on the style: enhancing citizenship education with a persuasive writing framework

Thomas, Damon P. and Brett, Peter (2016). Putting on the style: enhancing citizenship education with a persuasive writing framework. What is next in educational research?. (pp. 285-295) Rotterdam, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6300-524-1_25

Challenges facing early childhood teachers in literacy education

Nailon, Di, Emery, Sherridan, Stephenson, Elspeth and Thomas, Damon (2015). Challenges facing early childhood teachers in literacy education. Linguistics and language education in new horizons: the link between theory, research and pedagogy. (pp. 401-416) Hauppage, NY USA: Nova Science Publishers.

Using attitude analysis to explore focused conversations for professional learning and development in early childhood

Nailon, Di, Thomas, Damon, Emery, Sherridan and Stephenson, Elspeth (2015). Using attitude analysis to explore focused conversations for professional learning and development in early childhood. Linguistics and language education in new horizons: the link between theory, research and pedagogy. (pp. 43-59) Hauppage, NY USA: Nova Science Publishers.

Engaged young writers: dialogic choices beyond Naplan

Thomas, Damon P., Thomas, Angela and Moltow, David (2014). Engaged young writers: dialogic choices beyond Naplan. The future of educational research: perspectives from beginning researchers. (pp. 301-315) Rotterdam, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6209-512-0_25

Enhancing pedagogy with mLearning

Thomas, Damon, Thomas, Angela and Fluck, Andrew (2013). Enhancing pedagogy with mLearning. K-12 education: concepts, methodologies, tools, and applications. (pp. 350-363) Hershey, PA, United States: IGI Global. doi: 10.4018/978-1-4666-4502-8.ch020

Patterns in literacy gender gaps: examining longitudinal data on boys’ achievements in the Australian NAPLAN test

Thomas, Damon P., Swain, Nathaniel, Walton, Jack and Hicks, David (2023). Patterns in literacy gender gaps: examining longitudinal data on boys’ achievements in the Australian NAPLAN test. International Journal of Educational Research, 120 102207, 1-15. doi: 10.1016/j.ijer.2023.102207

Teacher professional learning in large teaching spaces: an Australian case study

Prain, Vaughan, Muir, Tracey, Lovejoy, Valerie, Farrelly, Cathleen, Emery, Sherridan, Thomas, Damon P., Deed, Craig and Tytler, Russell (2022). Teacher professional learning in large teaching spaces: an Australian case study. Issues in Educational Research, 32 (4), 1548-1566.

Structuring written arguments in primary and secondary school: a systemic functional linguistics perspective

Thomas, Damon P. (2022). Structuring written arguments in primary and secondary school: a systemic functional linguistics perspective. Linguistics and Education, 72 101120, 1-17. doi: 10.1016/j.linged.2022.101120

Gender differences in reading and numeracy achievement across the school years

Thomas, Damon P., Hopwood, Belinda, Hatisaru, Vesife and Hicks, David (2022). Gender differences in reading and numeracy achievement across the school years. The Australian Educational Researcher, 1-26. doi: 10.1007/s13384-022-00583-8

Associations between Australian students’ literacy achievement in early secondary school and senior secondary participation in science: accessing cultural and science capital

Cooper, Grant, Thomas, Damon P., Prain, Vaughan and Fraser, Sharon (2022). Associations between Australian students’ literacy achievement in early secondary school and senior secondary participation in science: accessing cultural and science capital. International Journal of Science Education, 44 (10), 1-16. doi: 10.1080/09500693.2022.2086317

Walking the walk: democratizing change in teacher education

Beasy, Kim, Hunter, Mary Ann, Hicks, David, Pullen, Darren, Brett, Peter, Thomas, Damon, Reaburn, Robyn, Baker, William, Fan, Frances, Cruickshank, Vaughan, Stephenson, Elspeth and Hatisaru, Vesife (2021). Walking the walk: democratizing change in teacher education. Journal of the Scholarship of Teaching and Learning, 21 (4). doi: 10.14434/josotl.v21i4.32757

University and school research partnerships as a source of professional growth in regional communities

Swabey, Karen, Muir, Tracey, Thomas, Damon, Emery, Sherridan and Edwards, Marie-Christina (2021). University and school research partnerships as a source of professional growth in regional communities. Australian Educational Researcher, 49 (5), 961-977. doi: 10.1007/s13384-021-00477-1

Achieving teacher professional growth through professional experimentation and changes in pedagogical practices

Muir, Tracey, Deed, Craig, Thomas, Damon and Emery, Sherridan (2021). Achieving teacher professional growth through professional experimentation and changes in pedagogical practices. The Australian Journal of Teacher Education, 46 (9), 22-38. doi: 10.14221/ajte.2021v46n9.2

Team teaching in large spaces: three case studies framed by relational agency

Prain, Vaughan, Emery, Sherridan, Thomas, Damon, Lovejoy, Valerie, Farrelly, Cathleen, Baxter, Lindy, Blake, Damian, Deed, Craig, Edwards, Marie-Christina, Fingland, Doug, Mooney, Amanda, Muir, Tracey, Swabey, Karen, Tytler, Russell, Workman, Emma, Daniel-Zitzlaff, Tina and Henriksen, Joanne (2021). Team teaching in large spaces: three case studies framed by relational agency. Teaching Education, 33 (3), 1-15. doi: 10.1080/10476210.2020.1868423

Teacher adaptation to flexible learning environments

Deed, Craig, Blake, Damian, Henriksen, Joanne, Mooney, Amanda, Prain, Vaughan, Tytler, Russell, Zitzlaff, Tina, Edwards, Marie, Emery, Sherridan, Muir, Tracey, Swabey, Karen, Thomas, Damon, Farrelly, Cathleen, Lovejoy, Valerie, Meyers, Noel and Fingland, Doug (2020). Teacher adaptation to flexible learning environments. Learning Environments Research, 23 (2), 153-165. doi: 10.1007/s10984-019-09302-0

Writing persuasive texts: using grammatical metaphors for rhetorical purposes in an educational context

To, Vinh, Thomas, Damon and Thomas, Angela (2020). Writing persuasive texts: using grammatical metaphors for rhetorical purposes in an educational context. Australian Journal of Linguistics, 40 (2), 139-159. doi: 10.1080/07268602.2020.1732867

Visualizing civic values: representations of idealized citizenship behaviours in images found in Nepalese social studies textbooks

Shah, Rabi, Brett, Peter and Thomas, Damon (2020). Visualizing civic values: representations of idealized citizenship behaviours in images found in Nepalese social studies textbooks. Citizenship Teaching and Learning, 15 (1), 79-99. doi: 10.1386/ctl_00021_1

Writing futures in English

Lovejoy, Valerie, Thomas, Damon, Mow, Laura, Edgar, Christine, Alford, Sophie and Prain, Vaughan (2020). Writing futures in English. English in Australia, 55 (2), 5-14.

Rapid decline and gender disparities in the NAPLAN writing data

Thomas, Damon P. (2019). Rapid decline and gender disparities in the NAPLAN writing data. Australian Educational Researcher, 47 (5), 777-796. doi: 10.1007/s13384-019-00366-8

Influences on local curriculum innovation in times of change: a literacy case study

Thomas, Damon P., Emery, Sherridan, Prain, Vaughan, Papageorgiou, Jeanette and McKendrick, Ann-Marie (2019). Influences on local curriculum innovation in times of change: a literacy case study. Australian Educational Researcher, 46 (3), 469-487. doi: 10.1007/s13384-018-0295-6

Elaborating a framework for communicating assessment aims in higher education

Thomas, Damon, Moore, Robbie, Rundle, Olivia, Emery, Sherridan, Greaves, Robyn, te Riele, Kitty and Kowaluk, Andy (2019). Elaborating a framework for communicating assessment aims in higher education. Assessment & Evaluation in Higher Education, 44 (4), 546-564. doi: 10.1080/02602938.2018.1522615

A framework to support personalising prescribed school curricula

Prain, Vaughan, Blake, Damian, Deed, Craig, Edwards, Marie, Emery, Sherridan, Farrelly, Cathleen, Fingland, Doug, Henriksen, Joanne, Lovejoy, Valerie, Meyers, Noel, Mooney, Amanda, Muir, Tracey, Sbaglia, Robert, Swabey, Karen, Thomas, Damon, Tytler, Russell and Zitzlaff, Tina (2018). A framework to support personalising prescribed school curricula. British Educational Research Journal, 44 (6), 1101-1119. doi: 10.1002/berj.3481

Nominalisation in high scoring primary and secondary school persuasive texts

Thomas, Damon and To, Vinh (2016). Nominalisation in high scoring primary and secondary school persuasive texts. Australian Journal of Language and Literacy, 39 (2), 135-148.

Evaluative stance in high achieving Year 3 persuasive texts

Thomas, Damon P., Thomas, Angela A. and Moltow, David T. (2015). Evaluative stance in high achieving Year 3 persuasive texts. Linguistics and Education, 30, 26-41. doi: 10.1016/j.linged.2015.03.003

Discovering argument: linking literacy, citizenship education, and persuasive advocacy

Brett, Peter and Thomas, Damon (2014). Discovering argument: linking literacy, citizenship education, and persuasive advocacy. Journal of Social Science Education, 13 (4), 66-77. doi: 10.2390/jsse-v13-i4-1350

Lexical density and readability: a case study of English textbooks

To, Vinh, Fan, Si and Thomas, Damon (2013). Lexical density and readability: a case study of English textbooks. Internet Journal of Language, Culture and Society, 37, 61-71.

Technology and the knowledge quartet

Oates, Greg, Callingham, Rosemary, Getenet, Seyum, Hay, Ian, Beswick, Kim and Thomas, Damon (2019). Technology and the knowledge quartet. 42nd MERGA Conference, Perth, WA, Australia, 30 June - 4 July 2019.

Examining interpersonal metaphor of modality in successful primary persuasive texts

To, Vinh and Thomas, Damon (2017). Examining interpersonal metaphor of modality in successful primary persuasive texts. 44th International Systemic Functional Congress, Wollongong, NSW, Australia, July 2017. Wollongong, NSW, Australia: ISFC Organising Committee.

Using SFL to personalise learning in early childhood classrooms

Thomas, Damon (2017). Using SFL to personalise learning in early childhood classrooms. 44th International Systemic Functional Congress, Wollongong, NSW, Australia, July 2017. Wollongong, NSW, Australia: ISFC Organising Committee.

Examining focused conversation for learning professional learning and development in early childhood: Highlighting the role of evaluative stance

Nailon, Dianne, Thomas, Damon, Emery, Sherridan, Stephenson, Elspeth and Kinnear, Virginia (2013). Examining focused conversation for learning professional learning and development in early childhood: Highlighting the role of evaluative stance. 2013 Australian Association of Research in Education Conference, Adelaide, SA, Australia, December 2013. Adelaide, SA, Australia: Australian Association for Research in Education.

"I rest my case": Examining linguistic resources used by successful young writers of persuasive texts

Thomas, Damon (2012). "I rest my case": Examining linguistic resources used by successful young writers of persuasive texts. 39th International Systemic Functional Congress, Sydney, NSW, Australia, July 2012. Sydney, NSW, Australia: International Systemic Functional Congress.

The impact of social norms on boys (and girls) as writers

Thomas, Damon (2021). The impact of social norms on boys (and girls) as writers. Docklands, VIC, Australia: Oxford Children's Language Australia.